Main Subject Focus: Math Week of: Feb. 13-17, 21-24 (2 weeks) Mooney
Content Skills: 1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes. 1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 1 Students do not need to learn formal names such as “right rectangular prism.”
1.TT.1 Use technology tools and skills to reinforce classroom concepts and activities.
Knowledge: First Grade students use their knowledge of defining and non-defining attributes of shapes to identify, name, build and draw shapes (including triangles, squares, rectangles, and trapezoids). They understand that defining attributes are always-present features that classify a particular object (e.g., number of sides, angles, etc.). They also understand that non-defining attributes are features that may be present, but do not identify what the shape is called (e.g., color, size, orientation, etc.). As first graders create composite shapes, a figure made up of two or more geometric shapes, they begin to see how shapes fit together to create different shapes. They also begin to notice shapes within an already existing shape. They may use such tools as pattern blocks, tangrams, attribute blocks, or virtual shapes to compose different shapes.
Skills: SWBAT…. *compare and describe shapes by defining and non-defining attributes *build shapes *create composite shapes *sort shapes, name rule for sorting *review shapes using smart board (education city) activity *Create a 3-D building for the “Class Town” with tvokids (buildmathcity)
Learning Experiences: -Grab and describe (bag, describe object using vocabulary, name) -Create Shapes (toothpicks, gumdrops) -Shape Sorts (Explain sorting rule) -Shape Hunts (environment and magazines) -Create Shape Book -open/closes shapes -Student Size Shapes (create with yard) -Design a building for our class city using tvokids in computer lab (co-teaching actibity) followed up with a tech. writing activity to tell about the building. TVOkids.com Build Math City
Connections: -positional words (prepositions) -writing (build with shapes with computer program and write about using computer) -speaking/listening (ask questions to gain better understanding -science (moon phases, patterns) -Technology (co teaching with Hollingsworth to help create 3-D Buildings Friday)
Assessment Evidence: -k2 assessment -1st grade rubrics -common assessments -teacher observations -student reflections and work samples
Mooney
1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes.
1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
1 Students do not need to learn formal names such as “right rectangular prism.”
1.TT.1 Use technology tools and skills to reinforce classroom concepts and activities.
-defining-non defining attributes
-triangle, square, rectangle, circle, parallelogram, hexagon, trapezoid
-How do you know this shape is a __?
-How/where can these shapes be found/used around different environments?
defining, non-defining attributes, cube, rectangular prisms, cones, cylinders, sphere
First Grade students use their knowledge of defining and non-defining attributes of shapes to identify, name, build and draw shapes (including triangles, squares, rectangles, and trapezoids). They understand that defining attributes are always-present features that classify a particular object (e.g., number of sides, angles, etc.). They also understand that non-defining attributes are features that may be present, but do not identify what the shape is called (e.g., color, size, orientation, etc.).
As first graders create composite shapes, a figure made up of two or more geometric shapes, they begin to see how shapes fit together to create different shapes. They also begin to notice shapes within an already existing shape. They may use such tools as pattern blocks, tangrams, attribute blocks, or virtual shapes to compose different shapes.
*compare and describe shapes by defining and non-defining attributes
*build shapes
*create composite shapes
*sort shapes, name rule for sorting
*review shapes using smart board (education city) activity
*Create a 3-D building for the “Class Town” with tvokids (buildmathcity)
-Grab and describe (bag, describe object using vocabulary, name)
-Create Shapes (toothpicks, gumdrops)
-Shape Sorts (Explain sorting rule)
-Shape Hunts (environment and magazines)
-Create Shape Book
-open/closes shapes
-Student Size Shapes (create with yard)
-Design a building for our class city using tvokids in computer lab (co-teaching actibity) followed up with a tech. writing activity to tell about the building. TVOkids.com Build Math City
-positional words (prepositions)
-writing (build with shapes with computer program and write about using computer)
-speaking/listening (ask questions to gain better understanding
-science (moon phases, patterns)
-Technology (co teaching with Hollingsworth to help create 3-D Buildings Friday)
-k2 assessment
-1st grade rubrics
-common assessments
-teacher observations
-student reflections and work samples
Envisions
Math Work Stations (Debbie Diller) p. 159-182
Illuminations
Performance Cards
**//http://www.tvokids.com/activities/buildmathcity//**